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VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners Report to the National VET Equity Advisory Council (NVEAC), Australia

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VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners Report to the National VET Equity Advisory Council (NVEAC), Australia VET providers, associate and bachelor degrees, and disadvantaged learners Report to the National VET Equity Advisory Council (NVEAC), Australia September 2013 Trevor Gale,a Steven Hodge,b Stephen Parker,a Shaun Rawolle,a Emma Charlton,a Piper Rodd,a Andrew Skourdoumbis,a and Tebeje Mollaa Deakin University a and University of Ballarat b STRATEGIC CENTRE FOR RESEARCH IN EDUCATIONAL FUTURES AND INNOVATION (CREFI) DEAKIN UNIVERSITY, AUSTRALIA CITATION FOR THIS REPORT Gale, T., Hodge, S., Parker, S., Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. & Molla, T. (2013). VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Report to the National VET Equity Advisory Council (NVEAC), Australia. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne, Australia. www.deakin.edu.au/arts-ed/efi/pubs/VET-associate- bachelor-degrees-disadvantaged-learners.pdf ACKNOWLEDGEMENTS The authors are grateful to DIICCSRTE for developing new computer programming in order to generate data for this report and to the five case study institutions and staff for contributing their time, information and insights. We also acknowledge the support of Greg Stratton, Anne Savige and ‘The Warrnambool Collective’ in the preparation of this report. For more information about this report please contact Anne Savige: 221 Burwood Highway, Burwood VIC 3125 Australia T:+61 3 9244 6384 [email protected] www.deakin.edu.au/arts-ed/efi/ © Deakin University 2013 CREFI is a designated strategic research centre of Deakin University, Australia. Contents 1| Executive summary 7 2| Introduction 10 3| The policy context 19 4| Student participation 30 5| Introduction to case studies 51 6| Case 1: Associate Degree in Business (Sydney Inst. of Business & Technology) 55 7| Case 2: Associate Degree in Civil Engineering (Southbank Inst. of Technology) 63 8| Case 3: Associate Degree in Arts, Business and Sciences (Deakin University) 70 9| Case 4: Bachelor of Applied Music (Box Hill Institute of TAFE) 82 10| Case 5: Bachelor of Applied Management (University of Ballarat) 89 11| Emerging challenges 98 12| References 105 List of tables Table 3.1 VET enrolments by provider type and funding type, 2008–2012 21 Table 4.1 Public and private VET-provider associate and bachelor degree students 30 Table 4.2 TAFE-provider associate and bachelor degree students, as reported by NCVER 30 Table 4.3 VET-provider bachelor degree enrolments by state 31 Table 4.4 VET-provider associate degree enrolments by state 31 Table 4.5 VET-provider bachelor degree completions by state 32 Table 4.6 VET-provider associate degree completions by state 32 Table 4.7 VET-provider bachelor degree enrolments by field of study 34 Table 4.8 VET-provider associate degree enrolments by field of study 34 Table 4.9 Number of full-time and part-time university academics by highest qualification 35 Table 4.10 Student applications for university places, 2008-2012. 35 Table 4.11 Student applications for university places, by field of study 36 Table 4.12 No. of preferences for Victorian TAFE-provider bachelor or associate degrees, 2012 37 Table 4.13 Equity group enrolments in VET-provider bachelor degrees, numbers 38 Table 4.14 Equity group enrolments in VET-provider bachelor degrees, per cent 38 Table 4.15 Target group reference values as a per centage of the Australian population 38 Table 4.16 Equity group enrolments in VET-provider associate degrees, numbers 39 Table 4.17 Equity group enrolments in VET-provider associate degrees, per cent 40 Table 4.18 Comparison of VET-provider and university enrolments, bachelor degree 40 Table 4.19 Comparison of VET-provider and university enrolments, associate degree 41 Table 4.20 VET-provider bachelor degree enrolments in Creative Arts by selected equity groups 41 Table 4.21 VET-provider bachelor degree enrolments in Health by selected equity groups 42 Table 4.22 VET-provider bachelor degree enrolments in Society/Culture by select equity groups 42 Table 4.23 Number of VET-provider associate and bachelor degree award completions 43 Table 4.24 Equity group completions in VET-provider bachelor degrees, number 43 Table 4.25 Equity group completions in VET-provider bachelor degrees, per cent 43 Table 4.26 Comparison of VET-provider bachelor degree students by select equity groups 44 Table 4.27 Comparison of VET-provider and university student completions, bachelor degree 44 Table 4.28 Equity group completions in VET-provider associate degrees, number 45 Table 4.29 Equity group completions in VET-provider associate degrees, per cent 45 Table 4.30 Comparison of VET-provider and university completions, associate degree 46 Table 4.31 VET-provider bachelor degree completions by field of study 47 Table 4.32 VET-provider associate degree completions by field of study 47 Table 4.33 University bachelor degree graduates available for FT employment, 2011, per cent 48 Table 5.1 Overview of case studies 52 Table 6.1 Course structure, Associate Degree in Business (SIBT) 56 Table 6.2 Student costs, Associate Degree in Business (SIBT) 57 Table 6.3 Student enrolments, Associate Degree in Business (SIBT) 59 Table 6.4 Award completions, Associate Degree in Business (SIBT) 60 Table 7.1 Student enrolments, Associate Degree in Civil Engineering (SBIT) 67 Table 7.2 Student enrolments, Associate Degree in Civil Engineering (SBIT), percentages 67 Table 7.3 Award completions, Associate Degree in Civil Engineering (SBIT) 68 Table 8.1 Course structure, Associate Degree in Arts, Business, Sciences (DU) 70 Table 8.2 Course rules, Associate Degree in Arts, Business, Sciences (DU) 71 Table 8.3 Available Diplomas linking to target degrees, by TAFE campus 72 Table 8.4 Target degrees stated at enrolment 73 Table 8.5 Commencing students, Associate Degree in Arts, Business, Sciences, by year 76 Table 8.6 Associate Degree in Arts, Business, Sciences students, by basis of admission 77 Table 8.7 Student enrolments, Associate Degree in Arts, Business, Sciences (DU) 78 Table 8.8 Student enrolments, Associate Degree in Arts, Business, Sciences (DU), percentage 78 Table 8.9 Student completions, Associate Degree in Arts, Business, Sciences (DU) 78 Table 9.1 Student enrolment profile, BHI, 2012 81 Table 9.2 Student enrolments, Box Hill Institute of TAFE, bachelor degrees 86 Table 9.3 Student enrolments, Box Hill Institute of TAFE, bachelor degrees, percentages 86 Table 9.4 Award completions, Box Hill Institute of TAFE, bachelor degrees 86 Table 10.1 Student enrolment profile, UB 89 Table 10.2 Fields of study, VET and HE, UB 89 Table 10.3 Student enrolments by SES groups: University of Ballarat, BAManag 94 List of figures Figure 3.1 Undergraduate enrolments reported by Victorian VET sector institutions 26 Figure 4.1 VET-provider associate and bachelor degree enrolments and completions 34 1| Executive summary This report on VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners,1 is derived from research commissioned by the National VET Equity Advisory Council (NVEAC) and conducted by researchers at Deakin University and the University of Ballarat. It is particularly concerned with the impact for disadvantaged learners of associate and bachelor degrees offered by vocational education and training (VET) providers. The Australian Government and its agency – the Tertiary Education Quality and Standards Agency (TEQSA) – registers VET providers that also offer higher education (HE), as other private providers (OPPs) of HE, irrespective of whether or not they are public providers of VET (i.e. established by state/territory governments). In contrast, this report identifies three categories of VET providers of HE: private, public and ‘partnered’. The third category involves a blurring of boundaries between public and private providers, as well as between VET and HE provision. One effect of this partnering is that student equity agendas are often diminished and sometimes absent altogether from the operations of VET-provider associate and bachelor degrees. The same can also be said of these degrees offered by public and private VET providers. The marketisation of VET and of HE is implicated in these arrangements. Offering associate and bachelor degrees affords VET providers a point of distinction from other VET providers in the VET market and an additional revenue stream through the enrolment of full fee paying domestic and international students. Some also claim that VET-provider associate and bachelor degrees also help to meet equity – and thus expansion – targets set by the Australian Government. Expanding the Australian HE system is important for reconfiguring the nation’s workforce to make it more competitive in the global knowledge economy. Expansion beyond current student participation levels in associate and bachelor degrees necessarily requires increased participation by traditionally under-represented or ‘equity’ groups. However, the evidence in this report is that disadvantaged learners are under-represented in VET-provider associate and bachelor degrees. This is consistent with previous studies (e.g. Wheelahan 2009; Rothman et al. 2013) that show that the higher the AQF level in VET- provided courses, the less equity is evident. The under-representation of disadvantaged learners in VET-provider associate and bachelor degrees is also greater than in associate and bachelor degrees offered by Australian universities. Other findings from the analysis of system-wide data include: • There has been a substantial increase in the number of students enrolled in VET- provider bachelor degrees between 2006 and 2011; • The majority of VET-provider associate and bachelor degrees are offered by private providers rather than state-funded TAFE institutions; • Student enrolments in VET-provider degrees are concentrated in a few fields of study: Society and Culture, Health and Creative Arts; 1 Gale, T., Hodge, S., Parker, S., Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. & Molla, T. (2013). VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Report to the National VET Equity Advisory Council (NVEAC), Australia.
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